The roles and responsibilities of a Math Coach vary greatly among school districts. However, one goal we all have in common is to increase student understanding of, and achievement in, mathematics. We are "coaches" because our main duty is to coach other Math Teachers so that they can make math more comprehensible, as well as meaningful, to students. It is through this "coaching" that we hope to increase student understanding of, and achievement in, mathematics.
"Coaching is one model of professional development that has shown potential to improve the knowledge, skill, and practice of teachers, thus, enhancing student achievement. In a 2004 study by the University of Kansas Center for Research on Learning, instructional coaching was found to significantly increase the implementation rate of newly learned practices. This study indicated that without support and follow-up, teacher implementation of new instructional methods is about 10%, but with coaching the percentage increases to 85% (Knight, 2004). Coaching as a professional development activity involves a highly skilled professional (the coach) working with other professionals (the teachers) in a collegial manner to raise instructional practice to the highest level possible. Coaching promotes teacher growth and problem solving. It is on-going, classroom based, and personalized for each teacher. Coaching should provide consistent support to teachers as they work to improve practice based on collaboration, inquiry, and consultative feedback from the coach. It represents sound, job-embedded professional development that has the potential to improve instructional practice, and ultimately student achievement."
For a more in-depth description of an instructional "Coach," see the PA Department of Education's website on Coaching PA: Coaching as a Vital Component of an Aligned, Standards-Based System. This website also includes related articles on Coaching. Below is an excerpt from this website.
"Coaching is one model of professional development that has shown potential to improve the knowledge, skill, and practice of teachers, thus, enhancing student achievement. In a 2004 study by the University of Kansas Center for Research on Learning, instructional coaching was found to significantly increase the implementation rate of newly learned practices. This study indicated that without support and follow-up, teacher implementation of new instructional methods is about 10%, but with coaching the percentage increases to 85% (Knight, 2004). Coaching as a professional development activity involves a highly skilled professional (the coach) working with other professionals (the teachers) in a collegial manner to raise instructional practice to the highest level possible. Coaching promotes teacher growth and problem solving. It is on-going, classroom based, and personalized for each teacher. Coaching should provide consistent support to teachers as they work to improve practice based on collaboration, inquiry, and consultative feedback from the coach. It represents sound, job-embedded professional development that has the potential to improve instructional practice, and ultimately student achievement."
The Ten Roles of Coaches